Matatag K to 10 Curriculum School Grade Level IV

Daily Lesson Log (DLL) Name of Teacher Learning Area English

Teaching Dates and Time (Week 3) Quarter 3

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential comprehension of literary and informational
Standards texts, and composing and creating processes, and apply their receptive and productive skills in order to produce culture-specific texts based on their purpose,
context, and target audience.
B. Performance The learners apply literal and inferential comprehension of literary and informational texts and produce culture-specific narrative and expository texts (time order:
Standards chronology and procedural, recount) based on their purpose, context (funerals and symposia), and target audience using simple, compound, and complex
sentences, and age-appropriate and gender-sensitive language.
C. Learning EN4SW-III-2: Use tone and mood appropriately for one’s purpose, context, and target audience: informal.
Competencies EN4SW-III-5: Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive) for one’s purpose, context, and target audience.
EN4SW-III-6: Use appropriate non-verbal cues for clarity of context, purpose, and meaning
D. Learning At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Objectives learners shall be able to use learners shall be able to use learners shall be able to learners shall be able to learners shall be able to use
tone and mood tone and mood appropriately express ideas appropriately express ideas appropriately appropriate non-verbal cues for
appropriately for one’s for one’s purpose, context, (age-appropriate, gender- (age-appropriate, gender- clarity of context, purpose, and
purpose, context, and target and target audience: informal. responsive, culture-sensitive) responsive, culture- meaning.
audience: informal. for one’s purpose, context, sensitive) for one’s purpose,
and target audience. context, and target audience.
II. CONTENT ●“The Lion and the Mouse” by Aesop
FOCUS ●Description of informal tone in narrative texts.
●Functions of tone and mood for a narrative’s purpose, context, and target audience.
●Narrative Text Type
III. LEARNING RESOURCES
A. References MATATAG K to MATATAG K to MATATAG K to MATATAG K to MATATAG K to Curriculum
Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide Guide
B. Other Learning MATATAG Textbook MATATAG Textbook MATATAG Textbook MATATAG Textbook MATATAG Textbook
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before the Lesson / Pre-Lesson Proper
Activating Prior The teacher will present to The teacher will begin the 1. Imagine you're texting your best friend about a fun How can you express your ideas
Knowledge the class a sample friendly class by asking this question: weekend plan. What tone would you use? more effectively?
letter (left) and guide the Have you ever received help A) Formal and serious
learners identify and from someone you helped B) Relaxed and excited
remember its corresponding before? C) Confused and unsure
 parts. After the quick 2. You're writing an email to your teacher asking for an
discussion, the teacher will extension on an assignment. What mood should you convey?
post on board another A) Playful and humorous
sample friendly letter (right) B) Polite and respectful
and let the learners read C) Angry and demanding
what is written. Using
metacards or strips of 3. You're giving a presentation to your classmates about a
papers, learners will label serious topic. How should your tone be?
the letter with its A) Casual and laid-back
corresponding parts. B) Formal and professional
C) Sarcastic and sarcastic

Lesson The lesson will guide The teacher will introduce the During the barrio fiesta, my grandmother shared stories During family gatherings, we
Purpose/Intention students on classifying text narrative text that the class about how she used to cook traditional dishes. I learned that often communicate feelings of
types as narrative, will read for the day. The food can tell a lot about our culture and family values." joy or sadness without words,
enumeration, chronology teacher may say: Today, we relying on our expressions and
and procedural texts. The are going to read a famous gestures, which highlights the
lesson shall also help fable by Aesop. A fable is a importance of non-verbal
students to be able to define short story. In which the communication in our culture.
a narrative text’s tone and characters are animals. It is
mood, purpose, context and meant to teach valuable life
target audience. lessons.
The teacher should also
inform learners to take note of
the following vocabulary
words: pleaded, give a good
turn, gnawing, debt, sparing
one's life.
Lesson Language Unlocking Content Definitions: Can you share about your culture and family values during Learners will role-play different
Practice Vocabulary (10 minutes) 1. pleaded - to beg or ask barrio fiesta? scenarios where they must
The teacher will introduce someone for mercy communicate feelings or
 the following four text 2. give a good turn - to give messages using only non-verbal
types. In discussing these, someone a favor cues, such as a happy reunion or
the teacher may use 3. gnawing - biting or a sad farewell.
metacards or strips of paper chewing persistently
to develop word clouds. The 4. debt - something you owe
teacher may refer to the someone
underline words (and add as 5. sparing one's life - to
well related words) in choose not to kill someone
developing word cloud for
each.
●Narrative: Tells a story
and typically includes
characters, setting, and plot.
●Enumeration: Presents
information in a list or
series of items.
●Chronology: Organizes
information in
chronological order or
sequence.
●Procedural: Provides step-
by-step instructions or
directions.
During / Lesson Proper
Reading the Key The teacher will then proceed Read the story: Activity 1: Non-Verbal Charades
Idea/Stem to read the story aloud to the Teaching Strategy: Cooperative
class. Two volunteers from During the barrio fiesta, my grandmother shared stories Learning]
the class may also be asked to about how she used to cook traditional dishes, like adobo Materials - Scenario cards with
re-read the story aloud in and pancit, for our family gatherings. As she stirred the pot emotions/contexts
front. Finally, learners should of bubbling sinigang, she recounted how each recipe was Significance - This activity helps
also be allowed to read passed down through generations, filled with secrets and students recognize and
silently the story. This shall love. Through these meals, I learned that food isn't just about understand the importance of
allow learners to take note of taste; it's a bridge to our heritage, carrying with it the non-verbal cues in conveying
the indicated vocabulary flavors of our culture and the cherished values of meaning.
words. (10-15 minutes) togetherness and tradition. Instructions -
1) Divide students into small
Ask questions about the story? groups.
2) Each group selects a scenario
card and prepares to act it out
without speaking.
3) The other groups will guess
the emotion or context based on
 the non-verbal cues.
Rubric
-(Creativity) - 5 pts.
-(Clarity of expression) - 5 pts.
-(Teamwork) - 5 pts.
Developing The teacher will then ask Years and years ago, Discuss the importance of context in communication. Ask 1) What non-verbal cues helped
Understanding of the learners, who may work once there was a lion students to provide examples of how their tone and word you understand the scenario?
in pairs, to think of sleeping in the forest choice change based on their audience. 2) How did your group decide
Key Idea/Stem under a big tree. A
examples for each text type. which cues to use?
mouse, who lived in the
For instance: 3) What was the most
forest too, started
●recipe – procedural playing while moving up challenging part of expressing
●essay/journal entry on and down the lion’s without words?
how I spent my summer – body. She also
narrative accidentally ran across
●article on kinds or the lion’s nose once.
categories of dinosaurs – This soon awakened the
lion, and he held the
enumeration little mouse in his paws.
●life cycle of a butterfly – The mouse began to
chronology/chronological tremble as he knew that
the lion was angry and
could kill him right
there. "Pardon, O King!"
pleaded the little
mouse. "Forgive me this
time. I shall never
repeat it, and I shall
never forget your
kindness. Who knows, I
may be able to give you
a good turn one of these
days!”
The lion was somehow
in a good mood. Hence,
he set the mouse free
from his paws. Yet he
could not be more
amused by the idea of
how a tiny mouse could
ever help the king of the
jungle.
After a few days, the
mouse suddenly heard
the roar of the lion.
When she went to look
 at what’s the matter,
she found out that the
lion was captured and
trapped in a net by his
prey. Seeing the lion in
such a condition, she
immediately started
gnawing the ropes of
the net until it freed the
lion.
The lion thanked the
little mouse. But the
mouse was happy that
she could finally repay
her debt for sparing her
life once. Since then the
lion and mouse became
good friends.
Deepening The teacher will facilitate a The teacher will elicit from Expressing Feelings Learners will practice creating
Understanding of review of different text the learners their Teaching Strategy: Role-Playing complex sentences while
Key Idea/Stem types and the purposes for understanding of the Significance - Helps students articulate emotions and ideas in understanding how to convey
which they are used. This identified vocabulary words various contexts. meaning through non-verbal
may be done by distributing after reading the story. After Instructions - cues.
a worksheet containing four sharing their responses, the 1) In pairs, take turns expressing feelings about a given
(4) sample texts. Learners, teacher will now share the scenario (e.g., winning a game, losing a pet). They will then act out their
who may work in pairs, will definition of each vocabulary. 2) Discuss how the context changes the way feelings are sentences using non-verbal cues.
silently read each letter and The learners will then try to expressed.
try to identify the purpose write meaningful sentences 3) Share experiences with the class, focusing on cultural
of each by choosing the using these. (10-15 minutes) sensitivity.
correct answer. Rubric
Finally, the teacher will lead -(Expression of feelings) - 10 pts.
December 18, 2023 learners’ understanding of the -(Engagement with partner) - 10 pts.
Dear Ann, vocabulary in answering the -(Sensitivity to context) - 10 pts.
Last Saturday, I was following: After reading the
playing in my backyard story and taking note of the
when I heard a faint vocabulary words, what do
meowing sound. Curious, you think the author intends
I followed the sound and the story to feel? Also, what
discovered a tiny, fluffy do you think the readers
kitten nestled among the should feel while reading the
flowers. Its big, round story? The responses shall aid
eyes looked up at me the teacher in differentiating
with a mixture of fear tone and mood. The teacher
and curiosity. Without may say:
thinking, I scooped the Both tone and mood are
kitten into my arms and feelings evoked by the story's
realized it was lost. descriptions, imagery, and
Determined to help, I choice of words.
decided to ask my ●Tone is what the author
neighbors if they intends the story to feel; and
recognized the little ●Mood refers to how the
furball. As I went door to readers feel while reading the
door, I learned that the story.
kitten belonged to Mrs. Both are important in
Lopez, who lived just successfully conveying to the
around the corner. Mrs. reader the characters’
Lopez was overjoyed to emotions and experiences in a
have her furry friend narrative. It is possible for a
back, and I felt a warm narrative to have a similar
sense of accomplishment tone and mood.
for reuniting them. From
that day on, whenever I
hear a meow, I remember
the day I found the lost
kitten and helped bring it
back home. I will end
here now. I hope you
enjoyed my story.
Your friend,
Maria.

1. What is the purpose of

this letter? You may
select from the choices
provided.
a. It tells a story.
c. It sequences events.
b. It lists down things.
d. It shows steps in doing
things.

December 19, 2023

Dear Tina,
You asked me what I did
last summer. Let me
answer you in this letter.
On my perfect summer
day, I wake up with a list
of exciting things to do.
First, I head to the
kitchen for a delicious
breakfast – pancakes
with syrup and a glass of
orange juice. After
breakfast, I put on my
favorite swimsuit and
grab a beach towel. My
list continues with a trip
to the swimming pool,
where I splash around
with friends and play
water games. Next, it’s
time for a tasty picnic in
the park, complete with
sandwiches, fresh fruit,
and crunchy chip’. The
afternoon brings a visit to
the library, where I pick
out some new books to
read. As the sun sets, I
gather with my family
for a backyard barbecue,
enjoying grilled hotdogs
and marshmallows over a
crackling fire. Finally, I
end my perfect day by
stargazing with my
telescope before drifting
off to sleep, counting all
the wonderful moments
of my summer day.
Love,
Maria

2. What is the purpose of

this letter? You may
select from the choices
provided.
a. It tells a story.
c. It sequences events.
b. It lists down things.
d. It shows steps in doing
things.

December 19, 2023

Dear Ms. Lopez,
Last Saturday, my family
and I celebrated my
birthday with a fun-filled
day of activities. The
morning began with the
sweet aroma of pancakes
as my mom prepared my
favorite breakfast. After
enjoying the delicious
meal, we gathered in the
living room for the gift-
opening ceremony, where
I unwrapped surprises
and felt the joy of each
thoughtful present.
Following that, we
ventured to the park for
an outdoor picnic,
playing games and
sharing laughter under
the bright sun. In the
afternoon, we returned
home to bake a
homemade chocolate
cake together, carefully
decorating it with
colorful frosting and
candles. As the day
neared its end, my
friends arrived for a
birthday party filled with
games, music, and, of
course, the eagerly
awaited cake-cutting
ceremony. It was a day
full of love, laughter, and
memorable moments.

Your beloved student,

Maria
3. What is the purpose of
this letter? You may
select from the choices
provided.
a. It tells a story.
c. It sequences events.
b. It lists down things.
d. It shows steps in doing
things.

Making a paper airplane

is a fun and easy activity
that you can do with just
a single sheet of paper.
Follow these simple steps
to create your paper
airplane:
•Start with a Square
Sheet: Choose a square
sheet of paper. If your
paper is rectangular, fold
one corner diagonally to
create a square shape.
Trim off the excess paper
to make it a perfect
square.
•Fold in Half: Take the
square sheet and fold it in
half, aligning the edges
carefully. Make a crisp
crease along the fold to
secure the first step.
•Fold the Top Corners:
With the paper still
folded in half, fold down
the top corners to meet
the center crease,
forming a triangle shape
 at the top.
•Create Wings: Fold the
entire top section down
along the bottom edge,
creating the wings of
your airplane. Ensure
that the edges are aligned
for a symmetrical look.
•Form the Body: Flip the
paper over and fold the
two top edges towards
the center, creating a
triangular shape at the
bottom. This will form
the body of your paper
airplane.
4. What is the purpose of
this letter? You may
select from the choices
provided.
a. It tells a story.
c. It sequences events.
b. It lists down things.
d. It shows steps in doing
things.
After the Lesson / Post-Lesson Proper
Making The teacher can go back to What is tone? What tradition did you learn about, and how can you express 1. What non-verbal cues did you
Generalizations and each text type and facilitate What is mood? its importance to others? use to enhance your sentence?
Abstractions the discussion with the 2. Why is it important to use
following guide questions: non-verbal cues when speaking?
What story was narrated?
Was list was enumerated?
What pieces of information
were put into order? What
instructions were provided
one-by-one?
Evaluating Choose the letter of the For each statement, decide Think-Pair-Share: 1) How did you express the
Learning correct answer. whether it is true or false Question 1 - How can you express your ideas more emotion without using words?
1. You're writing a birthday based on the principles of effectively based on what you've learned? 2) What was the most
card for your younger using tone and mood Question 2 - How can you apply what you learned to real-life challenging emotion to portray?
sibling. What tone would appropriately for one’s situations? 3) How do you think body
you use? purpose, context, and target language can change the
A) Formal and reserved audience in informal settings. meaning of what you say?
B) Playful and affectionate
C) Serious and 1. When texting a close friend
contemplative about a casual outing, using
an excited and informal tone
2. You're posting on social is appropriate.
media about a recent 2. Writing a sympathy card to
vacation. How should your a colleague should convey a
tone be? light-hearted and humorous
A) Casual and relaxed mood.
B) Formal and structured 3. Giving feedback to a team
C) Sad and nostalgic member on their performance
should generally have a
3. You're chatting with a constructive and supportive
close friend who is upset tone.
about something. What 4. Posting on social media
mood should you convey in about a personal achievement
your responses? should reflect a proud and
A) Cheerful and upbeat celebratory mood.
B) Empathetic and 5. When chatting with elderly
supportive relatives, using a respectful
C) Indifferent and detached and empathetic tone is
important.
4. You're giving a 6. Emailing a supervisor about
presentation to a group of a mistake should have a tone
classmates about a fun that balances accountability
project you worked on with a solution-oriented
together. How should your approach.
tone be? 7. Discussing a serious topic
A) Serious and authoritative with friends over lunch should
B) Enthusiastic and have a serious and somber
energetic tone.
C) Reserved and modest 8. Texting a family member
about a funny incident should
5. You're writing an email to convey a light-hearted and
your boss requesting a day humorous mood.
off. What tone would be 9. Writing a thank-you note to
most appropriate? a mentor should reflect a
A) Relaxed and informal warm and appreciative tone.
B) Polite and professional 10. When apologizing for a
C) Demanding and assertive misunderstanding, the tone
should convey sincerity and
empathy.
Additional Activities Instructions: Writing a short note to invite
for Application or Scenario Analysis: classmates to a birthday party.
Remediation (if Choose three different
applicable) scenarios from the list Explain the tone or mood you
below. used in 3 sentences.
For each scenario, identify
the appropriate tone and
mood that would be most
effective.
Explain your choice of tone
and mood in a brief
paragraph (3-5 sentences)
for each scenario.
Scenarios:
A. Writing a thank-you note
to your favorite teacher
after graduation.
B. Texting your best friend
to invite them to a surprise
party.
C. Writing a complaint
email to customer service
about a faulty product.
D. Giving a short speech at
a family gathering to
celebrate a special occasion.
E. Posting on social media
about a recent achievement
or success.
F. Chatting with a colleague
who is feeling stressed
about a project deadline.
Remarks
Reflection